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Module 5 Sample Lesson Plans in Mathematics
Module 5: Sample Lesson Plans in Mathematics
Users:
All personnel at school level
Objectives of this Module:
Module 5 comprises sample lesson plans of challenging topics in Mathematics.
The module also provides a concise explanation of challenging topics at the beginning of the
module. It briefly discusses the identification of challenging topics.
All the sample lesson plans are in accordance with the Ministry of Education (MOE)
MATHEMATICS SYLLABUS FOR PRIMARY SCHOOL in Ghana.
The module has 2 types of sample lesson plans, type A and type B. Sample lesson plans of Type A
consist of 5 parts: lesson overview, lesson plan, teaching hints, use of chalkboard and English
as a teaching tool. On the other hand, sample lesson plans of Type B consist of 2 parts only: lesson
plan and English as a teaching tool.
The lesson overview is made up of introduction, objectives of the topic and the lesson, Relevant
Previous Knowledge (R.P.K.) and details about the class. “Introduction” illustrates the importance
and relevance of the lesson to a real life. All the “objectives” are taken from the syllabus. “R.P.K.”
states relevant previous knowledge that pupils are expected to have. “Details about the class”
describes the current situation of the class in terms of pupils’ general information, academic
progress, interests and attitude towards the subject. Further explanation about these can be found in
Module 4 (4. Lesson Plan).
The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The
format of the lesson plan is the same as the standard lesson plan that Ghana Education Service
(GES) provides.
The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page
of the standard lesson plan. The lesson plan with teaching hints is the same as the standard lesson
plan on the previous page except for showing the speech blobs (rounded rectangular shapes) on the
lesson plan. The speech blobs suggest where each of the teaching hints can be used.
The teaching hints provide suggested teaching approaches. It is designed that each of the teaching
hints elaborates how to deliver a particular teaching activity (e.g. introduction, Activity 1,2…) in
the development of a lesson. Because many of these teaching activities are linked with the core
points of the lesson, successful delivery of the teaching activity should lead to a sound
understanding of the core points.
The teaching hints deal with mainly general teaching approaches and questioning skills for
particular teaching activities. The general teaching approaches describe how the teacher can lead
pupils to the core points through the activities. When giving some mathematical activities in a
classroom, the teaching approach explains how to conduct the activities, paying special attention to
the process skills of Mathematics. The questioning skills should also help the teacher to facilitate
pupils to reach a good understanding of the core points. It is recommended that teachers develop
better teaching approaches and questions for the lesson and other lessons once they get the sense of
the teaching hints discussed.
The use of chalkboard shows a suggested chalkboard plan. Well-organized chalkboard helps
pupils understand what they are learning in the lesson. Teachers need to consider how to use and
organize chalkboard, and this part can help them consider their planning chalkboard.
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Module 5 Sample Lesson Plans in Mathematics
The section of English as a teaching tool suggests effective use of English language in the
Mathematics lessons. The section gives example usages of English at particular activities. By using
the actual content of the sample lessons, it helps pupils to understand Mathematics content better. It
should be noted that a section of Module 4 highlights the use of English language as a teaching tool
for other subjects, with a general and rather theoretical explanation of the use of it.
Use of Modules 5 for SBI/CBI demonstration activity (lesson)
CL and teachers can simply use some of the sample lesson plans for their SBI/CBI. They can also
develop their own lesson plan of a challenging topic using one of the samples as a basis. Once CL
and teachers have become familiar with the sample lesson plans and their teaching and learning
strategies, it is strongly recommended that CL and teachers start creating their own original lesson
plans of challenging topics.
Adding Lesson Plans developed by CL and teachers
Module 5 should be built-up by adding more sample lesson plans. CL and teachers must be
encouraged to develop these lesson plans. CL and teachers have opportunities to develop lesson
plans of challenging topics when preparing their SBI/CBI. Besides, CL can improve lesson plans
when discussing the challenging topics with other CLs in CL Sourcebook Training.
Some of the lesson plans developed by CL and teachers will be added to the modules.
Table of Content:
Identification of Challenging Topics...............................................................................................3
Sample Lesson Plans (TYPE A).....................................................................................................4
Lesson 1: Primary 6 Multiply a Fraction by a Fraction ..........................................................5
1. Lesson Overview................................................................................................................5
2. Lesson Plan.........................................................................................................................7
3. Teaching Hints.................................................................................................................. 11
4. The Use of Chalkboard.....................................................................................................15
5. English as a Teaching Tool................................................................................................16
Appendix (Additional activity).................................................................................................17
Lesson 2: Primary 4: Measurement of Area............................................................................19
1. Lesson Overview..............................................................................................................19
2. Lesson Plan.......................................................................................................................21
3. Teaching Hints..................................................................................................................25
4. The Use of Chalkboard.....................................................................................................30
5. English as a Teaching Tool................................................................................................31
Appendix (Finding the Area of a rectangle) ..........................................................................32
Sample Lesson Plans (TYPE B)...................................................................................................34
Lesson 3: Primary 5 Investigation with Numbers – Triangular Numbers.................................35
1. Lesson Plan.......................................................................................................................35
2. English as a Teaching Tool................................................................................................37
Lesson 4: Primary 5 Shape and Space-Angles........................................................................39
1. Lesson Plan.......................................................................................................................39
2. English as a Teaching Tool................................................................................................41
Appendix (Interlocking Circles)............................................................................................42
Lesson 5: Primary 5 Collecting and Handling Data.............................................................44
1. Lesson Plan.......................................................................................................................44
2. English as a Teaching Tool................................................................................................46
Appendix................................................................................................................................47
Version: 1.00
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Module 5 Sample Lesson Plans in Mathematics
Identification of Challenging Topics
Introduction
Some teachers in primary schools think that some topics are difficult or challenging to teach. They call
the topics challenging topics. The teachers claim that the topics require subject teachers or specialists
to teach them. However, with adequate preparation, teaching these topics should not be problematic. It
is a matter of preparation not qualification. A little bit of extra effort and time to prepare a lesson
makes a big difference and helps teachers to improve their lessons greatly.
This section provides some useful information about challenging topics for CLs and teachers. It helps
to identify challenging topics.
Challenging Topics in Mathematics
The following are some examples of challenging topics in Mathematics. These are based on opinions
gathered from serving teachers at the primary school level.
Operation of Fractions, Measurement of Area, Investigation with Numbers, Shape and Space,
Collecting and Handling Data
It seems that the reasons why teachers perceive some topics as challenging vary from teacher to
teacher. However, some typical reasons are identifiable. For example, one of the reasons is that
challenging topics are seen to be abstract because they are not seen in real life situations. Another
reason can be that challenging topics lack relevant curriculum materials that teachers can use as
resource materials. The following are some of the reasons some teachers gave for regarding certain
topics as challenging.
The tendency to teach the topics in abstract.
The lack of basic knowledge in Mathematics by teachers.
Absence of relevant materials (TLMs) in the initial stages/introductory stage of the topics
Reluctance of some teachers to use the relevant curriculum materials and other references in
preparation and delivery of the topics.
Unwillingness on the part of the teachers to approach colleagues with expert knowledge on
the content and methodology of Mathematics.
The lack of relation between Mathematics and the pupils’ environment or everyday life.
The lack of practical activities (little involvement of pupils).
Insufficient exercises given to pupils to practise.
Negative attitudes towards Mathematics, as a result of Mathematics phobia.
Large class size which does not make it possible for activities to be smoothly carried out.
Summary
The challenging topics are seen to be abstract in nature. Besides, there are no teaching/learning
materials and relevant curriculum materials to support teachers to teach such topics. Some teachers
don’t use appropriate teaching methodology, and large class size makes the use of the activity method
of teaching difficult.
These problems can be overcome by adopting good strategies in the teaching/learning processes.
The fundamental principle that underlies the In-Service Training (INSET) programme is that teachers
learn effectively through sharing, implementation and discussion of a lesson with their colleagues.
Thus, the CL and teachers should utilize the opportunities for lesson implementation and post-lesson
discussion at SBI/CBI and CL sourcebook training to treat challenging topics.
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Module 5 Sample Lesson Plans in Mathematics
Sample Lesson Plans (TYPE A)
Lesson 1: Multiply a Fraction by a Fraction (Primary 6)
1. Lesson overview
2. Lesson plan
3. Teaching hints
4. The Use of Chalkboard
5. English as a teaching tool
Lesson 2: Measurement of Area (Primary 4)
1. Lesson overview
2. Lesson plan
3. Teaching hints
4. The Use of Chalkboard
5. English as a teaching tool
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